This module focuses on helping learners discover their "Version 2.0" or true selves that can pursue lifelong careers. It provides activities and discussions to help learners understand their personality traits, values, and skills in relation to potential careers and curriculum exits. The main activity uses a transition worksheet for learners to analyze their interests and experiences, and potential career paths involving college, entrepreneurship, vocational skills, or employment. Later activities include a lecture on personality development, a "human knot" teambuilding exercise, and a reflection worksheet for learners to outline traits to improve and a motivational mantra for their career goals.

1. DEPARTMENT OF EDUCATION
MODULE 7
VERSION OF ME 2.0
Dulce Maria Rosarion De Guzman
Melanie O. Mandin

2. INTRODUCTION
This module is entitled “Version of Me 2.0”
which refers to the individual who is discovering the
real Version of Me 2.0, that can be awesome in
his/her own way and able to manifest greatness in
pursuing a lifelong career .
It is then a plan that new career and future job
could have met being productive in his/her
persistency, that’s the real version of me.

3. INTRODUCTION
In order to figure out how learners will work with
Me 2.0, learners have to understand who they are and
how they function well. This will be a great help to our
learners to be aware and guided on what they want to
become or who they want to be and know where to
begin. What traits will learners possesses that they
can be proud of?

4. No matter where the learners are or what moment
they’re in, let’s take this module and learn things
forward together...
INTRODUCTION

5. Content Standard
To implement the steps leading to
the realization of chosen profession or
vocation according to the international
standards.

6. 1. Identify the rights and responsibilities of the
employees and employers.
2. Determine the aspects considered in
planning for life and career.
3. Relate the chosen career to the needs of
the society.
Module Objectives

7. CONTENT OF THE MODULE
I. OBJECTIVES
II. MOTIVATION – The Butterfly Story
III.MAIN ACTIVITY – Transition Sheet
IV.LECTURETTE – Hexagon:Person
V.APPLICATION – Human Knot
VI.REFLECTION – Version of Me 2.0 Sheet
VII.Evaluation – Picture Analysis

8. Materials
• Ball pen
• Transition Sheet
• Version of Me 2.0 Sheet
• Hexagonal Meta-card
• Video Presentation : The Butterfly
Story

9. MOTIVATIONAL ACTIVITY
The Butterfly Story

10. Instructions/Questions:
1. What have you seen in the picture? Describe
2. How is this butterfly developed into what is it at
this moment?
3. What are the 3 phases of its development?
4. Somebody will relate the phases of butterfly
development. Phase 1, Phase 2, Phase 3
5. What are the challenges/frustrations meet by the
organism before and after it turns into a butterfly?
(caterpillar, cocoon, butterfly)

11. Processing Questions
1. How will you relate the story of the butterfly and
how will you identify it to yourself?
2. As a learner, how will you describe yourself in
terms of your function, your contribution, and your
productivity to your community in relation to your
chosen career life?

12. Processing Questions
3. What work values and work ethics have you
learned from the story?
4. How will you bring the message of being a
butterfly to your lifelong career?

13. Synthesis:
“Live life without fear, confront all obstacles
and evince them.”
Learners must understand that showing
the importance of their being as valuable
person, productive and able to give quality
service to the community are needed to
become the real “you”.

14. Motivation (Option 2)
Activity: Me and My Future Job
This activity will encourage the students to be
motivated to pursue their future job that they want or
dream about. In this activity, the students will learn
more facts about their future jobs as they will
sharing from what they have learned from the
assignments given in Module 4 and module 5.

15. Directions:
1. Ask the students in the class to find a partner
(dyad)
2. Give activity sheet no. 1 and have them write the
name of their partner. (see appendix 1.)
3. Each partner will introduce himself/herself;
present his/her symbol; name what job
represents his/her symbol; and what contribution
to the society that the job could give.

16. 4. Learners will write the information in the
worksheet, then find another partner who will do the
procedure in no. 3.
5. Learners will gather as many as he/she can
within an allocated time of five (5) minutes. He/she
then will give his/her paper to the teacher for
validation.
6. Then the learner with the more names and
information listed in the worksheet.

17. Synthesis:
Questions help clarify the situation. Questions put
the learners on the spot, where they have to think – and
thinking is always a good thing for everybody.
Questions help learners clarify their thoughts.
Questions demand and require the situation to be
thought through, to its logical conclusions.
With this process, the learner will be able to
decide better about their career goals.

18. MAIN ACTIVITY (20 min.)
The main activity is based is based on the
motivational activity from the modules of Grade 10 and
Grade 11. This activity focuses mainly on the process of
transition of the learners from the school to the four
curriculum exits and where they will find themselves in the
workplace that corresponds to their work. In the realm of
work, learners will have to recognize work ethics and work
values they have to imbibe, including improving their
personality in order to succeed whatever career they
pursue.

19. Rationale
Our hands are very important parts of our body.
The hands symbolize how an individual works. A lot
of memories are found in our hands, just like a
scars, callus, removal of nails that our hand acts
what the brain commands; as both are working
together. A, such an individual should have balance
in work ethics and in work values in order to achieve
success in life.

20. Procedure:
1. Each learner shall be provided with a piece of
paper.
2. Learners observe their two hands and chose
which hand represent him/her the most. Is it the
right hand or the left hand?
3. On the bond paper, they trace the hand they
chose.
4. Have learners draw symbols: in each finger,
palm area, wrist area (from hand outs)

21. MAIN ACTIVITY
Procedure
1. Each learner shall be provided a Transition Work
Sheet;
2. On the second column, revisit Grade 10 Career
interest.
3. On the third column, write the TRACK, STRAND and
SPECIALIZATION.

22. MAIN ACTIVITY (2nd Option)
Procedure
4. On the fourth column, write the Job immersion/
Workplace for immersion.
5. On columns 5, 6, 7 and 8, choose one exit
curriculum and fill up the necessary
information.
6. And on the 9th column, make a job description
in relation to the chosen career; (curriculum
exit).

23. MAIN ACTIVITY
Procedure
7. On raw 3, write your work ethics in relation to your
chosen career (refer to the definition).
8. On raw 4, write your value in relation to your work
career (refer to the definition).

24. Activity 1 - Sample Transition Work Sheet Analysis:
Curriculum Exit - College
Revisit
Grade 10
Career
Interest
Grade
11
Track
and
Strand
and
Specializ
ation
Grade 12
Job
Immersion
Curriculum
exit to
College
Curriculum
exit to
Entrepren
eurship
Curriculu
m exit to
Middle
Level
Skills
(NCII -
TESDA)
Curriculum
exit to Job
Future
Career
Engineering Academic
STEM
Construct
ion site
Bachelor of
Science in Civil
Engineering
Civil
Engineer
Work
Ethics
Honesty Diligence Innovation Perseverance Honest,
diligent,
innovative,
perseverance
Work
Values
Good Study
Habits
Artistic/
Creative
Open-
minded
Good Study
Habits
Hard work
Hard work,
Honesty,
Able to help
my family
with financial
concerns, job
satisfaction

25. Activity 1 - Sample Transition Work Sheet Analysis:
Curriculum Exit - Entrepreneurship
Revisit
Grade 10
Career
Interest
Grade
11
Track
and
Strand
and
Specializ
ation
Grade 12
Job
Immersion
Curriculum
exit to
College
Curriculum
exit to
Entrepren
eurship
Curriculu
m exit to
Middle
Level
Skills
(NCII -
TESDA)
Curriculum
exit to Job
Future
Career
Baker TVL –
Bread &
Pastry
Immerse to
the Bakery
Shops
Owned a
Bake Shop
Owned a
Bake Shop
Work
Ethics
Artistic Positive Show up on
time
Altruistic and
Goal Oriented
Altruistic and
Goal
Oriented
Work
Values
Expert Baker Artistic/
Creative
Engage in
precision
work
Be an
entrepreneur
An
entrepreneur
and has
helped others
people by
providing a
job

26. Activity 1 - Sample Transition Work Sheet Analysis:
Curriculum Exit - Middle Level Skills
Revisit
Grade 10
Career
Interest
Grade
11
Track
and
Strand
and
Specializ
ation
Grade 12
Job
Immersion
Curriculum
exit to
College
Curriculum
exit to
Entrepren
eurship
Curriculum
exit to
Middle
Level
Skills (NCII
- TESDA)
Curriculum
exit to Job
Future
Career
Fabricator TVL-
Underwater
Welding
Immerse to
the Welding
Shops
NC II –
Underwater
Welding
Successful
Underwater
Welder
Work
Ethics
Artistic Diligence Innovation Persistent Artist,
diligent,
persistent,
innovator
Work
Values
Good Study
Habits
Artistic/
Creative
Open-
minded
Gain a sense
of
achievement
Job
satisfaction,
able to help
my family
with
financial
concerns

27. Activity 1 - Sample Transition Work Sheet Analysis:
Curriculum Exit - Job
Revisit Grade
10 Career
Interest
Grade 11
Track and
Strand
and
Specializa
tion
Grade 12
Job
Immersion
Curriculum
exit to
College
Curriculum
exit to
Entrepreneu
rship
Curriculum
exit to
Middle
Level Skills
(NCII -
TESDA)
Curriculum
exit to Job
Future
Career
Nursing TVL- Care
Giver
Home for the
Aged
Foundations
Working Care
Giver- for 6 months,
wanting to go
abroad for a
greener pasture
Working
Abroad as
Care Giver-
with 6
months
experience
in the
Philippines
Work
Ethics
Positive and
helpful
character
Diligence Service
Oriented
Integrity, positive
attitude,
diligent, service
oriented
Integrity,
positive
attitude,
diligent,
service
oriented
Work
Values
Patience Persistent Open-
minded
Passionate worker,
job satisfaction
Work for a
good cause,
Passionate
worker, job
satisfaction

28. Processing Questions:
1. How did you find yourself in the chosen career in
relation with expected duties and responsibilities?
2. Being aware of your chosen career, name at least three
you consider your work values.
3. Who do you think motivates you to pursue your career
goal? Can you explain how?

29. Synthesis:
“Just when the caterpillar thought the
world was over, it became a butterfly.” –
Proverb
Senior is a transition period or passage from one
state or stage to another. At this particular time just
like the butterfly in its cocoon taking time undergoing
change.

30. LECTURETTE:
“A life that is not lived for others, is not a life.” –
Mother Theresa
The learner’s personality is an asset not just in the
future workplace, but in everyday living. Most if not all,
employers highlights “pleasing personality” from an
applicant. Personality is progressive and
developmental.

31. LECTURETTE:
The personality of the learner has been
recognized since Module 1 to 6. And as the module
progresses, the learners’ personality also improves as
it is enhanced in every module. Wither the learner will
decide to be employed, pursue college degree, make a
business or just stop moving forward to its career
advancement that leaner has his own unique
personality.

32. LECTURETTE:
Personality Development essentially
means enhancing and grooming one’s outer and
inner self to bring about a positive change to
your life. Each individual has a distinct persona
that can be developed, polished and refined.

33. LECTURETTE:
The individual in the society is the learner
who carries with him the factors that will in able
him to fit to the needs of the society. The
learners’ factors are his work values, skills,
knowledge, personal qualities, enhanced
personality, work ethics and not limited to
friendliness, approachable, genuineness,
warmth and many more.

34. LECTURETTE:
Just like in this illustration of a beehive.
Each hexagon lives is an individual that is
unique and different from each other but they all
have the same factors that can able to adjust
and fit with their different personalities.

35. LECTURETTE:
Hexagon: Interrelationship of Personalities in a
Workplace

36. LECTURETTE:
The process of this module is for the leaner
to recognize one’s goal for knowledge, skills,
qualities (personality), values (personal values)
and work ethics is to get the desired career goal
and to learn how to sustain in his/her desired
curriculum exits.

37. LECTURETTE:
It is important to note that, while your values
play an essential role in career choice, you should
not consider them in isolation. You must also look
at your other traits including personality
type, interests, and aptitudes.
“As long as you’ve got passion, faith, and are willing to work hard, you can
do anything and have anything you want in this world.” – Unknown

38. LECTURETTE:
Version of Me 2.0 then is a process that the
learner will become ready not just in the workplace
but in everyday encounter. The learner then is
ready to fit in himself to an organization. Consider
the My Version 2.0 – will now be a marketable
person to its lifelong career.

39. Synthesis:
“We are shaped by our thoughts; we become
what we think. When the mind is pure, joy
follows like shadow that never leaves.” -
Buddha

40. Application (10 minutes)
Activity: Human knot
Objective: Untangle the Knot
Lessons: Responsibly, Accountability, Coordination,
Sensitivity, Communication Skills, Critical Thinking; Solve
Problems; Solve different kinds of non-familiar problems
in both conventional and innovative ways; Contextual
Learning;

41. Application (10 minutes)
Flexibility; understand, negotiate and balance diverse
views and beliefs to reach workable solutions (conflict
management), particularly in multi-cultural environments.
Lessons..

42. What You Do:
1. Have all 10 learners stand in a circle, facing
inward.
2. Tell everyone to reach their right arm towards
the center and grab someone else's hand.
Make sure no one grabs the hand of the person
right next to them.
3. Next, have everyone reach their left arm in and
grab someone else's hand (they are now
representing a human knot).

43. What You Do:
4. The learners are free to make their strategy on how to
untangle their knot (it is expected that the group will
not let go of once hand while untangling the knot but
realizing each-others’ hand just enough to turn
around).
NOTE: to make the game for challenging, tell the
learners not to talk while they are untangling the
human knot.
5. The learners will do the activity in 5 minutes.

44. Processing Questions:
1. Relating to the chosen career, what have you learned
from the activity?
2. What was your group strategy behind that you were
are to untangled the knot?
3. What difficulty have you encountered while your group
was untying that human knot?
4. How did your group able to cope with the difficulties in
the process?

45. Processing Questions:
5. How will you relate this activity with your real life
challenges?

46. Synthesis
In our everyday life, we often encounter unique
personalities that can inspire our day or just make our
day. The Knots symbolizes our everyday life struggles.
To make things easier for us to handle, it is suggested
that we will take our day one at a time, stay positive, and
avoid toxic people if you think these people will just put
you down.

47. Synthesis
The choice is with you to take, remember, life is
wonderful when we live joyfully and harmoniously
sharing our blessings to other people, success is in our
reach.

48. Reflection: Version of Me 2.0 –
Progression Sheet (10 minutes)
1. Learners will have a worksheet of the My Version 2.0
(feet).
2. On the left foot, learners will list things (traits & values)
about his/her old self that he/she needs to change to
get ready for the chosen career.
3.On the middle between the left and right feet, the
learner will write his/her motivational mantra to move
on. Ex. “Go! Fight! Win!”
Directions

49. Reflection: Version of Me 2.0 –
Progression Sheet (10 minutes)
4. On the right, learners will list new traits & values to
accept, embrace and improve to get ready for the
chosen career.
Direction…

50. Version of Me 2.0 – Progression
Sample Sheet

51. Version of Me 2.0 – Progression Sheet

52. Evaluation (15 minutes)
Direction: Picture Analysis
1.Group the class into four (4) and give each group a
picture.
2.The small group will describe the work. Identify the
work value Pictures and work ethics, identify the work
(job description) presented in the picture using
RIASEC as reference.
3.Share the group’s work to the plenary.

53. Evaluation (15 minutes)

54. Synthesis
“The will to win, the desire to succeed, the
urge to reach your full potential…these are the
keys that will unlock the door to personal
excellence. “ - Confucius

55. Thank you!

56. Appendices
LIST OF WORK ETHICS
1. Reliability
2. Positive and helpful character
3. Good communicator
4. Altruistic and Goal Oriented

57. Appendices
BIBLICAL BASES OF WORK ETHICS
Since work ethics deals with a code of conduct, or
a set of principles that is acceptable in the work place, we
need to look at what some of those principles are.
A list of work ethics for an employer or a company might
be:
 To provide a safe work environment for its staff and
employees,
 To treat employees with dignity and respect,

58. Appendices
BIBLICAL BASES OF WORK ETHICS
• To provide a fair wage for the services rendered,
• To handle all business transactions with integrity and
honesty.
The Bible talks to employers: “And in the same
way, you masters must treat your slaves right. Don't
threaten them; remember, you both have the same
Master in heaven, and he has no favorites” (Ephesians
6:9).

59. Appendices
A list of work ethics for the employee might include:
• To show up on time.
• To tend to company business for the whole time
while at work.
• To treat the company’s resources, equipment, and
products with care,
• To give respect to the company. That means
honesty and integrity.

60. Appendices
The Bible speaks to employees: “You slaves must
obey your earthly masters in everything you do. Try to
please them all the time, not just when they are watching
you. Obey them willingly because of your reverent fear of
the Lord. Work hard and cheerfully at whatever you do,
as though you were working for the Lord rather than for
people. Remember that the Lord will give you an
inheritance as your reward, and the Master you are
serving is Christ” (Colossians 3:22-24).

61. Appendices
Use this checklist for a reference to identify and to
get a better idea of what's important to you. It's divided
into three categories related to intrinsic, extrinsic and
lifestyle values.
Reference for the Evaluation::

62. Appendices
These are the intangible rewards, those related to
motivation and satisfaction at work on a daily basis. They
provide the inner satisfaction and motivation that make
people say, "I love getting up and going to work!"
Intrinsic Values
1. _____ Variety and change at work
2. _____ Be an expert
3. _____ Work on the frontiers of knowledge

63. Appendices
Intrinsic Values
4. _____ Help others
5. _____ Help society
6. _____ Experience adventure/excitement
7. _____ Take risks/have physical challenges
8. _____ Feel respected for your work
9. _____ Compete with others
10. _____ Have lots of public contact

64. Appendices
Intrinsic Values
11. _____ Influence others
12. _____ Engage in precision work
13. _____ Gain a sense of achievement
14. _____ Opportunities to express your creativity
15. _____ Work for a good cause

65. Appendices
Extrinsic Values
These are the tangible rewards or conditions you
find at work, including the physical setting, job titles,
benefits and earnings/earning potential. Extrinsic
values often trap people into staying at jobs they don't
like, saying: "I just can't give up my paycheck!" They
are commonly called "golden handcuffs."

66. Appendices
Extrinsic Values
1. _____ Have control/power/authority
2. _____ Travel often
3. _____ Be rewarded monetarily
4. _____ Be an entrepreneur
5. _____ Work as a team
6. _____ Work in a fast-paced environment
7. _____ Have regular work hours

67. Appendices
Extrinsic Values
8. _____ Set your own hours/have flexibility
9. _____ Be wealthy
10. _____ Have prestige or social status
11. _____ Have intellectual status
12. _____ Have recognition through
awards/honors/bonuses
13. _____ Wear a uniform
14. _____ Work in an aesthetically pleasing environment
15. _____ Work on the edge, in a high-risk environment

68. Appendices
Lifestyle Values
These are the personal values associated with
how and where you want to live, how you choose to
spend your leisure time and how you feel about
money.
1. ______ Save money
2. _____ Vacation at expensive resorts

69. Appendices
Lifestyle Values
3. _____ Have access to educational/cultural opportunities
4. _____ Live close to sports/recreational facilities
5. _____ Be active in your community
6. _____ Entertain at home
7. _____ Be involved in politics
8. _____ Live simply
9. _____ Spend time with family

70. Appendices
Lifestyle Values
10. _____ Live in a big city
11. _____ Live abroad
12. _____ Have time for spirituality/personal growth
13. _____ Be a homeowner
14. _____ Live in a rural setting
15. _____ Have fun in your life and at work

71. Appendices
IMPROVING ONE’S PERSONALITY
Early in life, one’s personality is already
revealed, however, experiences, education and
situations modify them at such length. It can be
improved by constantly evaluating checking on our
behavior and accepting challenges and opportunities
to modify a personality for the better.

72. Appendices
Techniques to improve it:
1. Know yourself. Make an honest to goodness
personality check.
2. Be willing to develop a strong desire to change for the
better
3. Set a checklist of the good and bad or strong and weak
points and make a plan on how you improve on the
weak points. The plan must be made in a step by step
basis.
4. Follow up and evaluate progress of planned
implementation

73. Appendices
POISE AND GROMING
How you look can make a difference…. Not only
regarding the way you feel inside about yourself, but also
on your on – the job performance and in your
interpersonal relationships.

74. Appendices
Check your bearing and body movements. Rigid or
relaxed the way you walk reflects how you feel:
• a tired shuffle
• a nervously hurried pacing
• a relaxed stroll
• a proud strut

75. Appendices
Correct any negative mannerism like:
• Fidgeting with hair, jewelry, belt or belt buckle
• Twiddling thumbs
• Touching face
• Sniffling
• Scratching yourself
• Picking your teeth

76. Appendices
Correct any negative mannerism like:
• Foot tapping or foot rocking
• Clearing your throat or swallowing air
Wear appropriate clothes. The image you
should project is one of your Responsibility,
Respectability and Trust.

77. Appendices
You and Your WARDROBE
Your clothes/accessories should suit you according to:
• Figure
• Occasion/time/place
• Climate
• Budget
• Lifestyle
• Age…. And more
Especially at work, don’t overdress. Clothes should
not be so conspicuous as to distract attention from the
business at hand.

78. Appendices
ACCESSORIES:
Jewelry – any piece of jewelry to be worn should be
functional, or should add presence.
For women: use scarves to peck up simple designed
outfits.
RULES FOR ACCESSORIES
 For business dressing, moderation is the key.

79. Appendices
RULES FOR ACCESSORIES
• Your accessories should suit the occasion, age and
personality of wearer.
• It is a right to mix real, fake and ethnic jewelry,
provided the fake jewelry is not blatantly plastic.
“After you have clothes and accessories together,
take a final glance at the mirror. If you have some
doubts, take something off.”

80. Appendices
Shoes:
• Invest on a good pair. If your feet hurt, your face will
show it
• Shoe color should generally be darker than the color
of your hemline.
• Strappy sandals open to toes and heels, extremely
high heels are not appropriate for office use.
• Shoes can match your bag in color or texture but not
both.

81. Appendices
Shoes:
• White shoes looks good only for casual worn with
white skirts or white pants.
• Preferably made of leather. Condition of shoes should
be satisfactory.

82. Appendices
WARDDROBE TURNOFFS:
• Underwear the wrong color for the clothing, so that it
shows through
• A skirt with a slit worn with slip that shows through the
split
• Bare feet in open-toed shoes in a business
atmosphere

83. Appendices
WARDDROBE TURNOFFS:
• Open-toed shoes with reinforced toe nylons
• High-heeled shoes in need of heel repair
• Buttons opened below the bust line
• An excessive amount of jewelry
• More than one ring per hand
• Clothing worn top too tightly

84. Appendices
WARDDROBE TURNOFFS:
• Strained or soiled clothing
• And overstuffed handbag
• Loose or missing buttons
• Visible underwear lines
• Bra straps that show
• Nylons with runs
• Uneven hemline